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DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 



BULLETIN, 1922, No. 7 



REPORT ON THE 
HIGHER EDUCATIONAL INSTITUTIONS 

OF ARKANSAS 



By 



GEORGE F. ZOOK 

SPECIALIST IN HIGHER EDUCATION 
BUREAU OF EDUCATION 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1922 



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ADDITIONAL COPIES 

OF THIS PUBLICATION MAY BE PROCURED FROM 

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GOVERNMENT PRINTING OFFICE 

WASHINGTON, D. C. 

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A 



LETTER OF TRANSMITTAL. 



Department of ,the Interior, 

Bureau of Education, 

Washington, December 9, 1921. 

Sir: The Bureau of Education renders service to the several 
States by detailing its specialists from time to time to make studies 
of educational systems and to make recommendations for their 
improvement. In the autumn of 1920 the State superintendent of 
public instruction in Arkansas requested this bureau to detail Dr. 
George F. Zook, specialist in higher education, to make an inspec- 
tion of the higher institutions in Arkansas and to submit a report 
showing the extent to which the several colleges complied with 
standards which had been adopted in May, 1920. Accordingly, 
Dr. Zook was detailed for this work. His report contains informa- 
tion concerning the higher institutions in Arkansas, together with 
suggestions for their improvement, which will be useful not only to 
educators in Arkansas but in other States as well. I recommend 
that the report be published as a bulletin of the Bureau of Educa- 
tion. 

Respectfully submitted. 

JnO. J. TlGERT, 

Commissioner. 
The Secretary of the Interior. 

m 



LETTER OF THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION. 



On the basis of an extended conference composed of school superintendents and 
principals in June, 1918, the Arkansas State Board of Education issued, June 1, 1920, 
a preliminary outline of a course of study for high schools. This circular also con- 
tained certain standard requirements for approved high schools, among which were 
these: 

1. By September, 1923. all teachers employed [in class A high schools] shall have 
four years of training beyond the high school in a standard college or normal school. 

2. By September, 1926, at least three-fourths of the teachers in a class A high school 
should be on the approved list of high-school teachers. 

3. After September 1, 1923, no persbn shall be allowed to teach in the high schools 
of Arkansas who has not the equivalent of a bachelor's degree from a standard four- 
year college. 

4. After September 1, 1923, no person shall be allowed to teach in the public high 
schools of Arkansas who has not had at least two years of normal training work above 
the four-year high-school course, or its equivalent. 

It thus becomes clear that, beginning with September, 1923, the Arkansas State 
Board of Education will need to know what colleges of the State may be considered 
as standard colleges, in order to ascertain what persons are eligible to teach in the 
high schools of the State. This situation was presented to a meeting of the college 
presidents of the State held May 5, 1920. At this conference it was agreed to estab- 
lish a series of standards by which to determine the standing of the respective colleges 
in the State and to employ a competent and neutral investigator to conduct a personal 
inspection of each institution. Accordingly, in September, 1920, Mr. A. B. Hill, of 
the Arkansas State Department of Education, presented the matter informally to 
Dr. P. P. Claxton, then United States Commissioner of Education, and requested the 
services of the bureau's specialist in higher education. Dr. Claxton very kindly 
consented. Subsequently I directed a formal request to the Commissioner of Educa- 
tion, and his reply confirmed the consent which he had given informally to Mr. Hill. 

Subsequently letters were directed to each of the college presidents, asking them if 
an inspection conducted by Dr. Zook, of the United States Bureau of Education, 
would be agreeable to them. The college presidents cordially confirmed the action 
of the State superintendent, and definite arrangements were therefore made for the 
inspection. 

Dr. Zook has made three visits to the State. During the first visit in December, 
1920, he met and discussed the details of the inspection with the college presidents in 
Little Rock. Afterwards he made a study of the situation at each college, supple- 
menting his personal impressions with extensive data which the college executives 
were asked to supply. On the basis of this information Dr. Zook has made the accom- 
panying report. I wish herewith to express my appreciation to the Commissioner of 
Education for detailing Dr. Zook for this work, and to Dr. Zook for the time and 
careful consideration which he has given to it. 

J. L. Bond, 

State Superintendent of Public Instruction. 

IV 



LETTER OF DR. ZOOK. 



Hon. J. L. Bond, 

State Superintendent of Public Instruction, Little Rock, Ark. 

Dear Sir: I have the honor to submit herewith a report of my inspection of the 
higher institutions of Arkansas made at your invitation during the winter of the 
academic year 1920-21. The report includes all of the 13 higher institutions about 
which the State department of education desired information. 

I wish to express my great appreciation of the very cordial welcome accorded me 

at each of the higher institutions and for the utmost willingness displayed by all the 

college authorities to supply me with adequate information. 

Yours, very sincerely, 

George F. Zook, 

Specialist in Higher Education. 

June 24, 1921. 



METHOD OF CONDUCTING THE INSPECTION. 

In conducting the inspection of the higher institutions of Arkansas the catalogues 
of the respective colleges were examined with care. The college presidents supplied 
data and statistics on a questionnaire printed and distributed by the State department 
of education. 

The information secured in this manner was supplemented by a personal inspection 
at each institution of the buildings, grounds, laboratories, and library. The entrance 
records and the financial accounts were examined. Interviews were had with the 
college presidents, deans, registrars, and members of the faculties. Except at the 
State university, a short visit was paid to classes conducted by almost all the instructors 
in the several colleges. 

From this information brief statements were assembled showing the degree to which 
each institution met the standards established by the college presidents at the meeting 
in May, 1920. These statements were submitted to the respective college presidents 
and by them corrected and verified. On the basis of these statements as qualified 
by the extensive additional information gained in the ways already mentioned, a 
report has been made containing certain suggestions and recommendations for the 
improvement of higher education in Arkansas. 



REPORT ON THE HIGHER EDUCATIONAL INSTITUTIONS 

OF ARKANSAS. 



COLLEGE ATTENDANCE IN ARKANSAS. 

The last complete statistics of attendance at colleges and universities compiled 
by the Bureau of Education are for the academic year 1917-18. The total attendance 
for that year, on account of the entry of the United States into the World War, was 
slightly less than in the year 1915-16. 1 In every State in the Union college attend- 
ance was much affected by the war. There is, however, no reason to believe that 
this situation affected one State more than another. Since 1917-18 there has been 
a considerable increase in student attendance at higher institutions all over the 
country. It may be assumed with some certainty, therefore, that the present relative 
standing of the States in the matter of college attendance according to population 
has varied but little, if any, from that of three years ago. 

Unfortunately no complete statistics have been compiled showing the proportion 
of residents of a given State who are in attendance at higher institutions throughout 
the country. We have only the attendance at colleges and universities in a given 
State to compare with the population of the State. Such a comparison is manifestly 
unfair to those States in which for any reason a number of superior higher institutions 
have not been developed. It is natural that in these States a large proportion of stu- 
dents will go to colleges located in other States, thus swelling the total number of 
students in those States which are recognized as having a number of standard institu- 
tions. This is the only explanation of the fact that, although New Jersey stands 
twenty-second among the States in high-school attendance according to population, 
it has the lowest collegiate attendance of all the States in the Union. It is logical 
to suppose that about as many graduates from New Jersey high schools go to college 
as from the high schools of other States. It should also be remembered that in 
Arkansas, as in all the Southern States, the standing of the State with respect to stu- 
dents in colleges and universities is much affected by the presence of a large colored 
population, which is not extensively represented in higher institutions. 

Nevertheless, the attendance at colleges and universities in Arkansas, compared 
to the total population, is undoubtedly significant. In only one State in the Union, 
New Jersey, is the collegiate attendance per population less than it is in Arkansas. 
Arkansas and New Mexic.0 are tied for the place next to the last. The situation is 
made clear by Table 1. 

1 Statistics for the year 1916-17 were not gathered. The Bureau of Education gathers complete statistics 
biennially. 

1 



ARKANSAS HIGHER EDUCATIONAL INSTITUTIONS. 
Table 1. — College attendance compared with population, 1917-1S. 1 



States. 


Students 
in colleges 
and uni- 
versities 
to total 
popula- 
tion. 


States. 


Students 
in colleges 
and uni- 
versities 
to total 
popula- 
tion. 


States. 


Students 
in colleges 
and uni- 
versities 
to total 
popula- 
tion. 


District of Columbia. . 


Per cent. 
1.66 
.72 
.65 
.56 
.55 
.54 
.51 
.50 
.50 
.45 
.44 
.44 
.42 
. .41 
.40 
.38 
.37 


South Dakota 


Per cent. 
0.37 
.36 
.34 
.33 
.32 
.31 
.29 
.29 
.29 
.28 
.28 
.28 
.26 
.24 
.24 
.23 
.22 


Mississippi 


Per cent. 
0.20 


Iowa 


Michigan 


Idaho 


.19 


Colorado 


Indiana 


Kentucky 


.19 


Massachusetts 


Virginia 


Rhode Island 


.19 


Nebraska 


Vermont 


Alabama 


.18 


Oregon 


Wisconsin 


Louisiana 


.18 


Kansas a 


Montana 


Wyoming 


.18 


California 


North Dakota 


Arizona 


.17 


Illinois 


Washington 


Oklahoma 


.17 


Minnesota 


Maine 

Nevada 

Tennessee 


Florida 


.16 


Ohio 


Delaware 


.15 


Utah 


West Virginia 


.12 


New York 


South Carolina 

Connecticut 


Arkansas 


.11 


Maryland 


New Mexico 


.11 


Pennsylvania 

Missouri 


Texas 


New Jersey 


.10 


North Carolina 

Georgia 


United States... 




.36 









1 In compiling this table it was found necessary for other reasons to add the preparatory students in the 
colleges to the regular college students. This fact undoubtedly worked to the advantage of Arkansas as 
much as to any State in the Union, inasmuch as every college in Arkansas, including the State university, 
maintains a preparatory school or a training school, which usually has a large number of preparatory 
students. 

The situation in Arkansas is further clarified by the graph showing the per cent of 
the population in Arkansas, 19 to 23 years of age, who during the past 25 years have 
attended college, as compared to the average for the country. The same thing is done 
for the per cent of the population 23 years of age who graduated from college. 

If one considers attendance per population at publicly supported institutions only, 
Arkansas again ranks low. Massachusetts, Maryland, and Connecticut are at the 
bottom of the list, with an average attendance of only one person for each 10,000 of 
population. 1 Pennsylvania, with two per 10,000, comes next, followed by Louisiana, 
Rhode Island, Tennessee, and Arkansas, with four per 10,000 population. 

Table 2. — Attendance at public universities, colleges, and professional schools compared 

to population, 1917-18. 



States. 


Per cent 

attending 

colleges, 

etc. 


States. 


Per cent 

attending 

colleges, 

etc. 


States. 


Per cent 

attending 

colleges, 

etc. 


Colorado 


0.45 
.44 
.38 
.36 
.34 
.31 
.29 
.28 
.27 
.26 
.26 
.24 
.23 
.21 
.20 
.19 
.18 


Arizona 


0.17 
.17 
.16 
.15 
.lo 
.14 
.13 
.12 
.12 
.12 
.11 
.11 
.10 
.10 
.10 
.10 
.09 


Alabama 


0.08 


Utah 




Illinois 


.08 


District of Columbia. . . 


Vermont 


Georgia 


.07 


Oregon 


Delaware 


West Virginia 


.07 


Iowa 


Indiana 


North Carolina 

Kentucky 


.06 


Nebraska 


Idaho 


.05 


Montana 


Mississippi 


Arkansas 


.04 


Nevada 


Louisiana 


.04 


Michigan 


Missouri 


Rhode Island 


.04 


Minnesota 


Oklahoma 


Tennessee 


.04 


Washington 


Maine 


Pennsylvania 


.02 


California 


New Mexico 


Connecticut 


.01 




Florida 


Maryland 


.01 


South Dakota 


South Carolina 

Texas 


Massachu setts 


.01 


Ohio 


New Jersey 


.00 


North Dakota 


Virginia 


United States... 




Wyrvming , , 


New York 


.12 









1 No figures are given for New Jersey for the reason that Rutgers College, the State university of New 
Jersey, is not controlled by the State. 



ARKANSAS JEIGHER EDUCATIONAL INSTITUTIONS. 



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Increase of attendance in high schools and colleges in Arkansas compared with the United States. 
88212°— 22 2 



4 ARKANSAS HIGHER EDUCATIONAL INSTITUTIONS. 

The evidence concerning the low proportion of the population of Arkansas in 
attendance at higher institutions so far adduced is, as has been stated, inconclusive. 
Taken in conjunction with the standing of the State in the matter of high-school 
attendance, however, there seems no reason to be in doubt concerning the situation. 
The average number of students in public and private high schools in the United 
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•PER CENT OP POPULATION, 19-23 YEARS OP AGE, ATTENDING COLLEGE IN U. S. 
•PER CENT OP P0PULATI0N,19-23 YEARS OP AGE, ATTENDING COLLEGE IN ARK. 



•—PER CENT OP POPULATION, 23 YEARS, RECEIVING PIRST DEGREES IN U. S. 
———PER CENT OP POPULATIONS YEARS, RECEIVING PIRST DEGREES IN ARK. 



Per cent of population attending college and receiving first degrees. 

State of Arkansas there were in 1917-18 only 12,507 students in high schools, and only 
979 boys and girls graduating from these schools. It is obvious therefore that until 
the secondary schools of the State are more numerous and more largely attended, 
the colleges may not expect large increases in enrollment. One can not build a 
house without a foundation; good high schools are a prerequisite to superior colleges. 
Strangely enough, however, the colleges have not until recently been absorbing 
the small but steady increase in secondary students which has been taking place. 
As is shown in the accompanying table, there was during the decade from 1907-8 to 
1917-18 an increase of over 4,000 secondary students, while the number of students in 
colleges remained practically stationary. Only during the past year or two has the 
collegiate attendance of the State made any marked increase, 



ARKANSAS HIGHER EDUCATIONAL INSTITUTIONS. 
Table 3. — College and secondary students in Arkansas. 



Years. 


Institu- 
tions re- 
porting. 


Total 

college 

students. 


First 
degrees 
granted. 


Second- 
ary stu- 
dents. 1 


1890 


4 

5 

10 

11 

9 
9 

8 
7 
8 
8 
8 
7 
6 
7 
9 
9 


509 

351 

650 

1,206 

871 

985 

1,211 

997 

1,276 

1,633 

1,570 

1,705 

1,538 

1,640 

1,537 

1,867 




1,805 


1892 




2,708 


1894 




3,433 
5,201 
4,901 
5,978 


1896 


68 

56 

56 

67 

52 

94 

105 

116 

137 

84 

142 

89 

137 


1898 


1900 


1902 


5,287 
6,304 
6,844 
8,688 


1904 


1906 


1908 


1910 


9,012 


1912 


10,823 
11,546 


1914 


1916 


13, 156 


1918 


12,993 


1920 







1 Includes the preparatory students at the colleges and at the State university. 

These facts point clearly to the probability that Arkansas may be, for the present 
at least, oversupplied with colleges. This probability gains ground when the num- 
ber of colleges and the college attendance in Arkansas are compared with other States. 
In the statistical report for 1917-18, the Bureau of Education lists 23 colleges in 
Iowa, with an average attendance of 604; 19 institutions in Indiana, with average 
attendance of 458; 18 institutions in Georgia, with average attendance of 280; 11 
institutions in Alabama with average attendance of 273; and 9 institutions in Ar- 
kansas with an average attendance of 171. It will be seen that the average attend- 
ance at the Arkansas colleges falls far below that of the colleges in the other States 
named. After subtracting the university attendance, 730, from the total, it will be 
seen that the average attendance for the privately supported colleges, exclusive of 
preparatory students, is only 101. The situation is made clear by the following 
table: 

Table 4. — Attendance at higher institutions in selected States , 1917-18. 



States 



Alabama 

Georgia 

Illinois 

Indiana 

Iowa 

Kansas 

Kentucky 

Ohio 

Oklahoma 

Tennessee 

United States 
Arkansas 









Number 




Total 

number 

of 


Total 
college 
attend- 


Average 
attend- 


of pri- 
vately 
sup- 


Total 
attend- 


colleges. 


ance. 


ance. 


ported 
colleges. 


ance. 


11 


3,003 


273 


8 


1,126 


18 


5,032 


280 


15 


3,299 


48 


28, 594 


596 


45 


23, 399 


19 


8,701 


458 


16 


4,389 


23 


13, 890 


604 


20 


7,109 


20 


8,146 


407 


17 


4,109 


14 


3,302 


236 


12 


1,982 


44 


21, 108 


480 


38 


10, 507 


6 


3,224 


537 


3 


833 


19 


4,294 


273 


17 


4,461 


668 


310,471 


465 


558 


209, 671 


9 


1,537 


171 


8 


807 



Average 
attend- 
ance. 



141 

220 
520 
274 
355 
242 
165 
277 
278 
262 
376 
101 



Since 1917-18 the attendance at the Arkansas colleges has increased considerably, 
but even yet the total attendance of college students, including special students 
for 1919-20, was only 1,887, with an average per institution of only 207. If we sub- 
tract from this number the university's attendance of 821, it will be seen that the 
average attendance of college students for the privately supported colleges last year 
was 131. If we assume, as has been done by several writers and investigators in this 



ARKANSAS HIGHER EDUCATIONAL INSTITUTIONS. 



field, 1 that 500 students is a desirable number of students for an efficient college, it 
seems clear that Arkansas is at present oversupplied with colleges, or what is more 
significant, undersupplied with college students. 

NEED OF INCREASED FINANCIAL SUPPORT. 

The higher institutions of the country are passing through a critical financial period. 
This statement applies both to the publicly supported colleges and universities and 
to those supported from private funds. The State institutions are crowded beyond 
all expectations, and at the same time the changed economic condition has mate- 
rially reduced the value of the appropriations made by the State legislatures. The 
State institutions can, however, appeal to the State legislatures for more generous 
support, an appeal which is meeting with ready response. The privately supported 
institutions, on the other hand, find that they, too, are crowded as never before, and 
that the meager endowments which they have accumulated with the greatest effort 
are now reduced to little more than one-half their former comparative value. The 
privately supported colleges have realized this situation, and a very large portion of 
them have instituted campaigns for increased endowments. Information received 
by the Bureau of Education from 317 higher institutions, 15 public and 302 private, 
reveals the fact that during the biennium ending June 30, 1920, the total benefactions 
received by these institutions were $138,235,770. Of this amount, $44,608,966 was 
for current expenses; $23,951,445 for increase of plant; and $64,675,359 for increase 
of endowment. 

It should be noted that 84.1 per cent of the funds for increasing the plant and endow- 
ment of higher institutions has been raised in the North Atlantic and North Central 
Divisions of the United States, as against 13.7 per cent in the South Central and South 
Atlantic States. These figures indicate a situation serious enough for the privately 
supported colleges of the Southern States, but it is even more serious than is so far 
apparent, because figures during recent years indicate clearly that the rate of growth 
in student attendance at colleges in the Southern States is greater than it is in the 
Northern States. In other words, in those regions most needing additions to the endow- 
ments of their higher institutions the movement to meet the situation as yet lags. 

Table 5. — Private benefactions to 317 colleges and universities, July 1, 1918, to June 

30, 1920. 



Divisions. 


Number 
of insti- 
tutions 
reporting. 


Increase of 
plant. 


Increase of 
endow- 
ment. 


Current 
expenses. 


Total bene- 
factions. 


For in- 
crease of 
plant and 
endow- 
ment. 


North Atlantic Division 


74 
128 
51 
44 
20 


$7, 595, 986 

11,527,032 

1,901,524 

2, 134, 961 

791, 942 


$39, 573, 098 

19, 970, 677 

5,949,721 

2,940,800 

1, 241, 063 


$17,162,776 

20, 020, 595 

3, 848, 059 

2, 532, 689 

1, 044, 847 


$64, 331, 860 

51,518,304 

11, 699, 304 

7, 608, 450 

3,077,852 


Per cent. 
73.3 


North Central Division 


60.2 


South Atlantic Division 


67.1 


South Central Division 


66.7 


Western Division 


66.1 






Total 


317 


23,951,445 


69, 675, 359 


44, 608, 966 


138, 235, 770 


67.8 







Only one of the privately supported colleges in Arkansas, Hendrix College, has an 
endowment of any consequence. In 8 of the 11 privately supported institutions in 
the State the endowment is so small as to be almost negligible. Furthermore, the 
income derived from this source is subject to use both in the college proper and in the 
preparatory school maintained in each case in connection with the college. As a 
result of this situation the financial support of the colleges is to an unusual degree 
thrown upon the students themselves. 



» For example, "The Efficient College," bulletin of the Association of American Colleges, 
edition, February, 1917. 



Revised 



ARKANSAS HIGHER EDUCATIONAL INSTITUTIONS. 7 

Tuition and other student fees are naturally of chief importance, but in about one- 
half of the colleges the profit on student board and lodging affords a large proportion 
of the income. Aside from the burden this condition entails on the students and their 
parents, it is likely to have a bad influence on the quality of work done in the colleges. 
In order that the situation facing the privately supported colleges of Arkansas may be 
clarified, Table No. 6, taken from the last statistics published by the Bureau of 
Education, for the year 1917-18, is included. The States selected are all in the South- 
ern or Middle Western section of the country, in most instances not far distant from 
Arkansas. From this table it will be seen that there is only one State in the group, 
Alabama, in which the privately supported colleges raise a larger proportion of their 
income from student fees. In fact, there are only two States in the Union, Alabama 
and Mississippi, where the students pay a larger proportion of the income of the pri- 
vately supported colleges. The Arkansas privately supported colleges raise 84.7 
per cent of their income from student fees; the average for the country is 54.2 per cent. 

During the same time, on account of the great increase in prices caused by the 
World War and the consequent necessity for increased salaries, all of the higher insti- 
tutions, including those in Arkansas, have been brought face to face with financial 
difficulties more critical than at any previous time in their history. The amount of 
endowment possessed by a college, the assured annual income, and the salaries paid 
to members of the faculty are not necessarily indicative of the standard of work per- 
'^•med by the institution. When other conditions are favorable, however, they do 
nave a very important influence on the standard of work which may be done. As 
one goes about from one institution to another in the State and notices the unfavorable 
conditions under which many of the teachers work and the extremely low salaries 
which they receive, one is immediately impressed with the fact that the colleges are 
getting a higher standard of service than they deserve. The fact that men and women 
of training and ability remain in the colleges can only be explained by their devotion 
+o the work and their hope that an increased compensation will not be long deferred. 
If the higher institutions of Arkansas are to take their place with similar institutions 
in other parts of the country, and particularly in the Southern States, the friends of 
the privately supported colleges must be aroused to provide large endowments. Only 
in this way can the financial jeopardy facing almost every privately supported college 
in the State be removed and the institutions placed on the proper level of excellence. 

Table 6. — Income of privately supported colleges from various sources. 



Institutions. 


From 
produc- 
tive 
funds. 


From 

United 

States, 

State, or 

city. 


From 
private 
benefac- 
tions. 


From 
student 
f ses and 

other 
sources. 


Alabama 


Per cent. 

4.6 
13.2 
37.8 
27.4 
20.4 
15.4 
19.9 
29.7 
16.6 
25.1 
27.7 

9.7 


Per cent. 


Per cent. 

8.2 
43.7 
13.0 

6.7 
14.6 
16.6 
12.2 
22.8 
28.9 
16.4 
14.3 

5.6 


Per cent. 
87.2 


Georgia 




43.1 


Illinois 




49.2 


Indiana 




65.9 


Iowa 




65.0 


Kansas 




68.0 


Kentucky 




67.9 


Ohio « 


0.4 


47.1 


Oklahoma 


54.5 


Tennessee 


1.5 
3.8 


57.0 


United States 


54.2 


Arkansas 


84.7 









Important as are the student fees in the income of the privately supported colleges 
in Arkansas, the fees themselves are not high when compared to those in other States. 
For this reason the total income from all sources at the various institutions is so small 
as to necessitate a very low schedule of salaries. 



8 ARKANSAS HIGHER EDUCATIONAL INSTITUTIONS. 

THE JUNIOR COLLEGE AS A SOLUTION. 

It is scarcely within the province of this study to discuss at length the remedies for 
the financial condition of the colleges in Arkansas nor the excess in the number of 
colleges within the State. The large number of colleges is, moreover, an evidence of 
the zeal exhibited by a great band of self-sacrificing leaders, particularly among the 
various church denominations, to establish for the young people of the State more 
adequate opportunities for secondary and collegiate education than hitherto existed. 
Granting, however, the beneficent influence spread abroad in the State by these 
leaders and the institutions which they have founded and supported through sacrifice 
and toil, it is evident that the denominations have been and still are attempting to 
support a larger number of four-year colleges than the number of college students and 
the available income justify. If one yields to the sentiment in favor of separate institu- 
tions for young men and young women found prominently in the Southern and East- 
ern States, there is yet no reason why the Southern Methodist and Baptist Churches 
should each be asked to help support three colleges, several of which are as yet 
wholly without endowment and therefore lead a struggling existence. Nor is it clear 
that the Presbyterian Church through its two great branches should support two four- 
year colleges, both of which are coeducational and have only a small number of 
collegiate students. It would be the part of wisdom for these denominations to con- 
sider the subject of collegiate education in Arkansas with a view to such reorganization 
of the institutions they support in the State as to eliminate unnecessary and expensive 
duplication, which results in inferior collegiate instruction. 

In effecting this reorganization it would be quite fitting to consider the feasibility 
of reducing several of the present four-year colleges to junior colleges, with the curri- 
cula so organized as to enable the graduates of the junior colleges to go into the junior 
classes of the standard four-year colleges. This would perhaps enable the denomina- 
tions to economize at the junior colleges and enable them each to support more effec- 
tively a single four-year college within the State, or at the most two. 

The matter of financial economy is not, however, the most important consideration 
leading to this conclusion. In fact, it would be wholly unwise for any of the present 
four-year colleges, should they wisely accept the opportunity to do junior college work 
only, to receive less income than they now receive. The convincing argument in this 
matter is the extremely small proportion of students who complete four years of college 
work. During the past 12 years the registration at the Arkansas colleges has varied 
from 1,537 to 1,867, but the number of first degrees granted has never been greater than 
142. In other words, not more than one college student out of about every four or five 
in Arkansas finishes his course of study for a degree. ^ 

Many explanations have been offered for the low percentage of college students in the 
State who graduate. All of the reasons assigned doubtless have some influence, but 
both experience and reason demonstrate the fact that students will leave an institution 
when they begin to feel they have received about all the faculty and the institution 
are able to give them. Having been at an institution during preparatory years and for 
a part of college, they yearn for better educational facilities or, as is more likely, feel- 
ing that they have about exhausted the possibilities at college, they grow impatient 
to enter active life outside. Many^of these young people could be saved for additional 
years in college if they thoroughly realized the opportunities afforded at the superior 
higher institutions. A high-grade college will hold most of its students through 
graduation; an inferior institution can not expect to do so. From this it follows that a 
college should attempt to do only so much of college work as it can do well. It should 
then send its students on to other colleges or universities with better buildings, more 
equipment, and more highly trained faculties. Such a conclusion not only appeals to 
judgment and common sense, but it will result in holding a greater proportion of 
college students through to graduation. 



ARKANSAS HIGHER EDUCATIONAL INSTITUTIONS. VJ 

It seems fair to assume, therefore, that in Arkansas, as elsewhere, students leave 
college before graduation to a considerable extent, because most of the colleges can not 
afford, and in fact do not really attempt, to give much work of advanced character in 
the junior and senior years. Therefore, either the higher institutions in Arkansas 
should effectively separate their preparatory schools from the organization, faculty, 
students, and buildings of the colleges themselves, or they should cease to give junior 
and senior work and attempt to build up an effective coordinated course of study 
through the four years of high school and the first two years of college. These are the 
two alternatives. All our educational experience demonstrates that a good four-year 
college can not be conducted in close conjunction with a preparatory school as large 
or larger than the college itself, or by college officials who fear for the existence of the 
institution if they let go of the preparatory work. 

Another condition argues in favor of junior colleges. It is generally agreed that 
the work of the first two years in college is very clos«iy related to the work of the high 
schools. The large colleges and universities which in recent years have been forced 
to reduce materially the number of prescribed units for college entrance are now 
beginning to appreciate the lack of correlation between their work and the secondary 
schools. The freshman class at a large higher institution is a queer conglomeration 
of students with an everwidening variety of preparation, and it unfortunately requires 
many months to assimilate and digest it. The junior college happily is saved much 
of this embarrassment. Taking its students largely from its own preparatory school, 
it knows as definitely what work they have had as the high schools know the prepara- 
tion of the boys and girls who have been through the grades. In a junior college the 
education of young people through the secondary school and the first two years of 
college is a continuous process, with a minimum of lost motion and readjustment. 
The break in the students' curriculum comes at the end of the sophomore year in 
college, where to say the least it is as natural as at the end of the so-called secondary 
school. If a junior college is equipped properly and staffed with well trained teachers, 
it has therefore some right to insist that the quality of work it can do during the first 
two years of college be as superior to that done in a large institution as the work of the 
junior and senior years in the large institution is superior to that done in a small col- 
lege with inadequate facilities for advanced work. The work therefore of the junior 
college is not only necessary; it is dignified and it offers possibilities of unique service 
to some of the colleges in Arkansas which are now attempting, with a small measure 
of success, four years of collegiate work. The possibilities of junior colleges as a solu- 
tion of the difficulties facing the higher institutions in Arkansas should receive the 
deep consideration of the officials at several of the institutions and of those interested 
in the educational welfare of the State. 

THE PREPARATION OF TEACHERS. 

Inasmuch as one of the chief motives which led the Arkansas State Board of Educa- 
tion to request a study of the Arkansas colleges was to obtain a reliable classification 
of these colleges for purposes of certifying teachers, it seems fitting to point out some 
salient factors relating to this matter. In the regulations issued by the State board 
of education in June, 1920, it is stated that after September, 1923, all teachers em- 
ployed in class A high schools "shall have four years of training beyond the high 
school in a standard college or normal school." "After September 1, 1925, no person 
shall be allowed to teach in the high schools of Arkansas who has not the equivalent 
of a bachelor's degree from a standard four-year college. ' ' In another place it is stated 
that "All high-school teachers must possess certificates which will entitle them to 
teach the subjects assigned." It may be assumed therefore that the State board of 
education intends to replace the present chaotic method of granting teachers' cer- 
tificates to high-school teachers with a genuine system requiring adequate subject 



10 ARKANSAS HIGHER EDUCATIONAL INSTITUTIONS. 

matter preparation. "It is to be hoped that this will be effected by requiring subject 
matter preparation more specific than mere graduation from a standard college. The 
high schools of the country are full of college graduates who specialized to a certain 
extent in one or more fields of study and were subsequently called upon to teach in 
another field. College graduation is no adequate guaranty of ability to teach any or 
all subjects in secondary schools. Unfortunately, however, this is in effect the usual 
practice in a large proportion of the secondary schools. The requirement of gradua- 
tion from college or normal school or its equivalent should therefore be supplemented 
by a minimum program of subject matter preparation required of each teacher in the 
several fields of high-school work. As a result of such a requirement, the colleges 
will naturally plan more carefully the program of subject matter courses which they 
outline for prospective teachers in the high schools. 

In the new rules governing the granting of teachers' certificates to high-school 
teachers it is also stated that "After September, 1923, no person shall be allowed to 
teach in the high schools of Arkansas who has not had at least two years' normal 
training work above the four-year high-school course or its equivalent. ' ' The meaning 
of this statement is indefinite, but it may be assumed that in a short time professional 
preparation in methods of teaching and the training of teachers will be a prerequisite 
to obtaining certificates to teach in the Arkansas high schools. Reasonable profes- 
sional preparation of high-school teachers in Arkansas is urgently needed, and when 
effected will be in line with similar action taken long ago by a number of States in 
the Union- 

As yet the higher institutions in Arkansas, with the exception of the State uni- 
versity and the normal school, have given relatively little attention to courses in educa- 
tion. To be sure, in most instances, some work along this line has been provided, 
but it has been for the most part subsidiary to other interests such as psychology, 
philosophy, and religious education. These interests and many others deserve the 
heartiest encouragement possible. In fact, it should not be forgotten that colleges of 
liberal arts and science exist primarily for the purpose of instilling that culture and 
those qualities of good citizenship which will enable young men and women to enjoy 
the best in life and become leaders among their associates. Professional preparation 
should, therefore, for the most part follow the broad foundation laid during the four 
years' course in college. 

On the other hand, we must always keep the present situation in sight. "It is a 
condition, not a theory, that confronts us." Therefore, it is well to point out what 
number and proportion of the graduates of the Arkansas higher institutions have 
become teachers. According to figures furnished by 11 of the colleges, it appears 
that, of the 1,120 graduates of these institutions during the last five years, 432, or 
32.1 per cent, are now in the teaching profession. Excluding the State university 
and the State normal school, it appears that, of the 809 graduating during the past 
five years, 280, or 25.7 per cent, are now teaching — many more than have entered 
any other occupation. Some of the Arkansas colleges have outlined work preparatory 
to the profession of medicine. Many of them consciously aim their curricula in part 
toward the preparation of young men to enter the ministry. Teaching is a profession 
which ought to be dignified not only by generous increases in salary, but by a higher 
degree of professional preparation. The colleges of Arkansas may therefore well con- 
sider not only the outlining of better programs or subject-matter preparation for the 
several fields of high-school teaching, but also the establishment of an adequate and 
reasonable number of courses in teacher training. 

Table 7 shows for the last five years the proportion of graduates from the several 
higher institutions in Arkansas who are now engaged in the teaching profession. 



ARKANSAS HIGHER EDUCATIONAL INSTITUTIONS. 
Table 7. — Proportion of graduates engaged in teaching. 



11 



Institutions. 



Arkansas College 

Arkansas State Normal School 

Central College 

College of the Ozarks 

Crescent College 2 

Galloway College 

Henderson-Brown College 

Hendrix College 

Mountain Home College 

Ouachita College 

University of Arkansas 3 



Teachers. 1 



Number. 



8 
S3 
44 
7 
8 
23 
31 
94 
10 
55 
69 



Per cent. 



53.3 
80.6 
49.4 
19.4 
33.3 
38.3 
41.1 
32.1 
37.0 
28.5 
37.7 



Gradu- 
ates in 
other 
occupa- 
tions. 



6 
15 
45 
12 
8 
34 
30 
158 
12 
92 
40 



Engaged 
in ad- 
ditional 
study. 



Occupa- 
tion not 
given. 



Total 
number. 



15 

104 

89 

36 

24 

60 

73 

293 

27 

193 

207 



1 Excluding teachers of music and expression. 

2 Four years only. 

8 Includes only graduates of the college of arts and science and education. 



OTHER OBSERVATIONS. 

Second only in importance to the teaching personnel in a college are adequate 
buildings and equipment. Practically every higher institution in Arkansas is exerting 
itself to the limit to raise funds for new buildings. Such efforts deserve the heartiest 
commendation only if they are to house better equipment for college work. In this 
connection it may be remarked that the higher institutions in Arkansas almost without 
exception are inadequately equipped. Several have considerable equipment in 
chemistry; a few possess sufficient apparatus in physics for the work they attempt; 
only the university is prepared to do effective work in botany, zoology, and geology. 

Aside from scientific equipment, the thing most lacking in Arkansas colleges is 
library facilities. Not a single higher institution in Arkansas has a separate library 
building. One possesses no library at all. In all the others the library is housed in 
the main college buildings, usually in a single room. The number of books, except 
at the university, is extremely small, and often they are uncatalogued and poorly 
selected. Old magazines are seldom bound and are therefore not available for the 
use of students or faculty. Good college work is practically impossible unless adequate 
library facilities are at hand. 

The colleges of the State need to adopt a uniform attitude on a number of important 
problems relating particularly to the admission of students. It would be desirable 
for all the colleges to adopt at once a rule making 15 units the standard of entrance, 
with not more than two entrance conditions permitted. The amount of credit which 
may be given for certain high-school work, for example algebra, should be agreed on. 
A common policy of scaling off units from 8 months' high schools ought to be adopted. 
The practice followed in some institutions of giving college credit for high-school units 
in excess of entrance requirements should be stopped immediately. The amount 
and quality of college work which students may do in the summer should be carefully 
guarded. These and many other matters which sometimes tend to create dissatisfac- 
tion can easily be eliminated by common agreement among college executives. A 
permanent association of the college presidents of the State should be formed for the 
solution of these and other problems. 



12 ARKANSAS HIGHER EDUCATIONAL INSTITUTIONS. 

OBSERVATIONS ON STANDARDS. 

The standards adopted by the college presidents of the State for the purposes of this 
inspection are obviously based on those now used by the commission on higher insti- 
tutions of the Association of Colleges and Secondary Schools of the Southern States. 
It is perhaps not amiss to point out that in several particulars they have been con- 
siderably modified for the purposes of this inspection. According to the Arkansas 
standards, seven departments of instruction in liberal arts and science are allowed 
for the current year. There is no definite recommendation concerning the salary of 
full professors, as in the standards of the southern association. Also the requirement 
concerning the number of hours of teaching is modified somewhat. The number of 
volumes prescribed for the library is reduced from 10,000 to 5,000. The provision 
regarding laboratory equipment is of somewhat different character. In the require- 
ment stating that, if a college maintains a preparatory school under its college charter, 
"it must be kept rigidly distinct and separate from the college in students, faculty, 
and buildings," the last two words, "and buildings," have been omitted. The 
standard on subfreshman work has been added, while that of the southern association 
on professional and technical departments has been omitted. 



ARKANSAS HIGHER EDUCATIONAL INSTITUTIONS. 



13 



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ARKANSAS HIGHER EDUCATIONAL INSTITUTIONS. 



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APPENDIX. 

STANDARDS FOR HIGHER INSTITUTIONS IN ARKANSAS ADOPTED BY 
THE COLLEGE PRESIDENTS OF THE STATE, MAY 5, 1920. 

I. SENIOR COLLEGES. 

1. Entrance requirements .—Entrance requirements should be not less than 15 
standard high-school units as denned in the by-laws of the Southern Association of 
Colleges. 

2. Requirements for graduation. — The completion of college work amounting to not 
less than fifteen 60-minute class periods per week through 4 years of 36 weeks each. 

3. Number of degrees. — The conferring of a multiplicity of degrees should be dis- 
couraged. Small institutions should confine themselves to one or two. When more 
than one baccalaureate degree is offered, all should be equal in requirements for 
admission and for graduation. Institutions of limited resources should confine them- 
selves to undergraduate work. 

4. Number of college departments. — The college should maintain at least eight sepa- 
rate departments in liberal arts and sciences, with not less than one professor devoting 
his whole time to each department. This shall be effective after 1920-21. Seven 
may be allowed till that time. 

5. Training of the faculty. — A properly qualified faculty should consist entirely of 
graduates of standard colleges, and each head of a department should hold at least a 
master's degree from a university having a fully organized graduate school. Graduate 
study and training in research equivalent to that required for the Ph. D. degree are 
urgently recommended. 

6. Salaries. — The average salary paid to members of the faculty is an important 
consideration in determining the standing of an institution. 

7. Classroom hours per teacher. — Not more than 18 hours per week should be required 
of any teacher, 15 being recommended as the maximum. 

8. Students in classes. — The number of students in a recitation or laboratory section 
should be limited to 30. A smaller number is desirable. 

9. Support. — In addition to income from tuition fees, room rent, boarding halls, 
etc., the college should have a productive endowment of not less than $200,000, or its 
equivalent in assured annual income. 

10. Library. — The library should contain, exclusive of public documents and 
periodicals, at least 5,000 volumes bearing specifically upon the subjects taught, and 
should have an appropriation of not less than $500 a year for permanent additions. 
The library should contain 7,000 volumes two years from the present time. 

11. Laboratories. — The laboratory equipment should be sufficient for all the experi- 
ments called for by the courses offered in the sciences; sufficiency to be measured 
by the value of apparatus and equipment. 

12. Separation of college and academy. — The college may not maintain a preparatory 
school as part of its college organization. In case such a school is maintained under 
the college charter, it must be kept rigidly distinct and separate from the college in 
students and faculty. 

13. No subfreshman work. — The college may not maintain or provide for any classes 
except those for which college credit can be given in a degree schedule. 

17 



18 ARKANSAS HIGHER EDUCATIONAL INSTITUTIONS. 

14. Proportion of regular college students to whole student body. — At least 75 per cent 
of the students in a college should be pursuing courses leading to baccalaureate degrees 
in arts and sciences. The classification of students must be printed in the catalogue. 

15. Material equipment. — The location and construction of the buildings, the light- 
ing, heating, and ventilation of the rooms, the nature of the laboratories, corridors, 
closets, water supply, school furniture, apparatus, and methods of cleaning shall be 
such as to insure hygienic conditions for both students and teachers. 

16. Curriculum and spirit of administration. — The character of the curriculum, the 
efficiency of instruction, the scientific spirit, the standard for regular degrees, the 
conservatism in granting honorary degrees, and the tone of the institution shall also 
be factors in determining its standing. 

17. Standing in the educational world. — The institution must be able to prepare 
its students to enter recognized schools as candidates for advanced degrees. 

II. JUNIOR COLLEGES. 

Junior colleges shall be those exacting standard entrance requirements and giving 
two years of standard college work. 

O 



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